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This study explores the student perception of traditional discussion boards in online courses and their effectiveness in building connections and enhancing learning. The results indicate that, while online students recognize the importance of connecting with others, traditional discussion boards are ineffective in helping students connect. Students had a mixed perception of discussion boards and their value in enhancing learning; although they appreciate the opportunity to share their perspective and learn the perspectives of others, the study revealed that students struggle to find value in traditional discussion boards.

Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: (1) published between 2002 and 2022, (2) peer-reviewed, (3) in English, (4) postgraduate mentees, (5) a program where mentorship is a significant, explicit focus, and (6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed. Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees. Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

This case study describes how the authors incorporated the principles and practices of open pedagogy into a three-credit Honors College course focused on information literacy and undergraduate research. It included using literature review sources to help edit Wikipedia articles, registering a research project proposal with the Open Science Framework (OSF), and the creation of an openly licensed toolkit crowdsourced with students' tips and suggested resources for other students new to research. Students demonstrated improved understanding of several information literacy concepts, such as the role of copyright. The use and benefits of open pedagogy were, however, hindered by unrelated classroom issues, like low enrollment and, at times, a lack of student engagement. Nevertheless, the authors' general approach and the activities and assignments they developed could be adapted and used in other library instruction contexts.

This study aimed to evaluate the academic success of traditional undergraduate students in online general education coursework. This quantitative study uses student grades and credit completion data to examine differences between online and face-to-face students and the extent of those differences. When comparing the two modalities, the findings indicate a significant difference between final course grades and no significant difference in persistence to course completion. We recommend that higher education institutions align outcomes for courses offered in multiple modalities and continue to provide various course modalities for the traditional undergraduate student population.

Purpose: Professional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates. Design/methodology/approach: In this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection. Findings: Teachers' feedback indicates that using the strategy positively impacted most of the participants' ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school. Originality/value: This article contributes an action-oriented school-based example of bridging research to practice to support teachers' needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

Background: While dyadic faculty-mentored relationship research currently saturates the mentoring literature, recent developments suggest the need for a broader consideration of a student's mentor network. Research taking a network approach may provide deeper insights into the formation and benefits of mentorship for undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines. Utilizing Developmental Mentor Network Theory and ego-centric social network analysis, this pre-registered study evaluates how the characteristics of mentees and mentors relate to both the content of support and structure of mentor networks in a large sample of White and Hispanic/Latino(a) STEM undergraduates across 12 universities. Results: Results were nuanced but showed that perceived psychological similarity with their mentor(s) predicted both dyadic and network average levels of mentor support (i.e., psychosocial, career, role modeling) and relational satisfaction. Furthermore, results point to homophily and engagement in undergraduate research effects on mentor network structures. Conclusions: These findings highlight the importance of using a network approach to deepen our understanding of the factors (e.g., psychological similarity) that may influence the formation and maintenance of robust and diverse supportive mentoring networks.

In August 2011, Norwegian schools welcomed survivors of the Utøya massacre to a new school year. Based on interviews with 135 students who went back to school weeks after experiencing extreme trauma, this study investigates their perception of schooling and learning. Sixty percent of the students reported a variety of reduced academic functioning, and they were not prepared for the learning impairments they faced. Their stories indicate that neither were the schools. Rather, schools appeared to be trauma sensitive only to certain aspects of the trauma-induced effects on schooling: A variety of actions aimed at enhancing school well-being were implemented, however few educational measures to assist and restore impaired academic functioning were reported. The students blamed themselves for reduced academic performance, and had few expectations with regard to teachers helping them academically. The findings are discussed in the context of influential pedagogical ideals in Norwegian and Scandinavian schools.

Group therapy is an effective modality to treat various mental health concerns and is proven to have significant interpersonal benefits. Despite the high prevalence of sexual violence amongst college-aged women, there are limited contemporary models for providing a trauma-specific group for this population. This article describes an innovative eight-session group for victims and survivors of sexual violence. Offered in a university setting, this semi-structured group incorporates psychoeducation about trauma, self-compassion and mindfulness techniques, coping skill development, trauma processing, expressive and creative therapeutic outlets, and peer connections in a confidential, affirming environment. The theoretical grounding and evidence-based framework underpinning this group is described, along with a detailed account of the weekly group sessions. Quantitative and qualitative data from the pilot study are reported, with preliminary results suggesting this is an effective group therapy model for improving post-traumatic stress symptoms, well-being, resilience, and self-compassion. Limitations and future directions are discussed.

This case explores experiences of practicing care-centered leadership during the COVID-19 pandemic. The case narrative is the author's anonymized account of responding with care ethics to specific challenges encountered during the pandemic and the complexities of transitioning into a new leadership role in 2020. The teaching notes and activities invite readers to consider the ways in which care-centered leadership practices might continue beyond pandemic times by asking: In what ways might pandemic-enabled compassion for students be sustained post-pandemic; in what ways might flexibility for teaching and learning modalities persist; and how has this crisis offered an opportunity to critically examine the ways in which we lead in educational settings?

A cornerstone activity in undergraduate organic laboratories revolves around students running instrumental analysis on their products and interpreting their spectra. They are left to link the theory they have learned in lecture to practical spectral interpretation. Students often memorize benchmark interpretations of peaks, such as the broad alcohol absorbance in infrared spectroscopy (IR). However, students often do not correlate the absorbance frequency to the actual vibrational mode. Given more nuanced spectra to interpret, like the difference between a hydrogen and a deuterium on an alcohol, students often miss the differences between the spectra. The GAMESS computational software package accessed through the Web interface ChemCompute is successfully used by students here to generate IR spectra of different isotopically labeled alcohols. This Web-based portal provides multiple benefits to the students: (1) The computational software is accessible through any browser on most common operating systems (including Chromebooks), (2) generating IR spectra for multiple products allows students to predict differences in spectra to compare to their actual IR data reinforcing prediction in the scientific method, and (3) the software links the differences in isotopes to structural vibrational modes visualized in the software allowing students to link theory to practice in spectral interpretation.

This article examines practice-based teaching methodologies found in the studio-based design critique ('crit'), and how they can be adapted to essay-based modules in the Humanities. Based on a small case study of a masters level module on film theory at a British university, the group crit was introduced as a mode of experiential learning in order to improve formative feedback. Structural and methodological changes were made to the module to improve student engagement, student writing, and the overall research environment. Changes resulted in an improvement in the students' essay-writing skills, and a high-level of student satisfaction in module feedback and quality, but the changes also increased student apprehension about the level of assessment as well as a fear for possible negative emotional responses in the crit environment. The article concludes with reflective strategies for mitigating challenges and future avenues of research into using the crit in the Humanities.

This study examined communal goal mismatch among a large sample of White and LatinX STEM students. Drawing on goal congruity and the cultural mismatch theories, we created a mismatch score, the difference between student perceptions of communal opportunities afforded in STEM and their personal endorsement. We hypothesized that LatinX STEM majors would have significantly higher mismatch levels for communal goals than White students, negatively predicting their sense of belonging and intentions to pursue a STEM career. Results did not support these hypotheses of a linear relationship but supported a curvilinear relationship. Subsequent analyses revealed the importance of differentiating between positive mismatch (i.e., STEM fields afford more communal opportunities than desired) and negative mismatch (i.e., STEM fields afford fewer communal goal opportunities than desired). Differentiating the type of mismatch clarified the pattern of results, and negative mismatch was associated with a reduced sense of belonging and lower intentions to pursue STEM.

Previous research has focused on self-assessments rather than objective assessments for assessing teachers' technological knowledge (TK). Notwithstanding, empirical studies have failed to show stable relationships between self-assessments and objective assessments. In this study, we investigate the extent to which scenario-based self-assessments of (student) teachers' (N = 75) TK can serve as anchors by helping them to identify the relevant skills that are required in concrete and authentic situations and might be therefore effective to bring the results of objective and subjective measures closer together using a path analytical model. Overall, the results suggest that scenario-based self-assessment is promising for the approximation of the results of objective assessment measures, especially for operational technical skills.

Currently, Doctorate in Social Work (DSW) programs are proliferating, but with limited empirical data to direct planning efforts. To fill this gap in knowledge, this article reports on the findings of an evaluation undertaken on the first DSW of its kind. This evaluation had three components: (1) an environmental scan of DSW programs; (2) a survey of current students and alumni; and (3) a review of all completed dissertations. Relevant results are presented, along with implications for changes to the DSW program based on this quality-improvement effort.

This comment builds on the example of chat generative pretrained transformer (ChatGPT) to discuss the implications of generative AI on industry and higher education, underlining the need for more transdisciplinary digital literacy education. The release of ChatGPT has generated significant academic and professional interest and instigated a vibrant discussion on the opportunities offered and challenges posed by powerful and readily accessible generative AI reshaping teaching and learning at universities. ChatGPT has reignited an age-old debate on the impact of disruptive technologies on occupations and the labor market, but recent discussions have paid little attention to how university offerings may need to adapt. We strive to open this discussion arguing that while recent GPT technology has, indeed, made more conceivable the substitution of many tasks of white-collar and knowledge workers, and suggested an acceleration of the labor market shift towards technology-centric occupations, it has simultaneously made a stronger-than-ever case for transdisciplinary competences. Consequently, we emphasize the need to foster more transdisciplinary digital literacy in universities with curricula that provide breadth of knowledge and flexibility of mind, bridging humanities with STEM disciplines. Digital humanities education is in a unique position to promote the responsible use of generative AI, while encouraging critical reflection on its socio-cultural embeddedness.

The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students' self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.

This article presents the results of a mixed methods survey collected from male and female business students that have studied abroad and not studied abroad. The survey of business students indicates significant differences between men and women that have studied abroad regarding motivation and outcomes of study abroad experience. This paper describes the significant outcomes of study abroad emphasizing the effects of study abroad on women's global competency. The discussion, limitations, and recommendations for future research, program development, and career integration for women are also presented. The goal of this paper is to have readers reconsider the relevancy of study abroad for women.

The purpose of this study was to qualitatively examine the lived workplace experiences of adjunct community college faculty in Northern California. The problem is adjunct faculty may experience an institutionalized employment system that marginalizes contingent teachers. Using the theoretical framework of institutionalization theory and phenomenological design, interviews were conducted with 22 adjunct instructors. Findings suggest adjunct faculty are a heterogeneous population motivated by a passion for teaching, but the positive attributes associated with their occupation are circumscribed by marginalizing factors. This study concludes with several recommendations for policy changes, implications for leadership, and suggestions for future research.

Mentoring relationships can be important for promoting the success and persistence of undergraduates, particularly for students from historically underrepresented groups in science, technology, engineering, and mathematics (STEM) disciplines. While mentoring is often cited as important for attracting and retaining students from underrepresented groups in STEM, little is known about the differential mentoring processes that can result from similar and dissimilar mentor-protégé pairs. The present study tests the process-oriented mentorship model (POMM) regarding how mentor-protégé similarities and the moderating role of contact frequency influence mentorship quality and STEM research career persistence intentions among faculty-mentored Hispanic STEM majors in their senior year of college. The results indicate that mentor-protégé similarity matters. Specifically, higher levels of mentor-protégé psychological similarity were related to higher levels of psychosocial support and relationship satisfaction. Hispanic students with a Hispanic faculty mentor reported engaging in more coauthoring opportunities than peers with non-Hispanic mentors. Among those with higher contact frequency, students with same-gender mentors had higher levels of relationship satisfaction than peers with different-gender mentors; however, there were no differences among those with low contact frequency. Additionally, protégés who reported coauthoring support were more likely to also report commitment to pursuing a STEM research career.

Entrepreneurship education has become a regular part of the higher education curriculum worldwide. However, the distinct impacts of different pedagogical methods remain unclear. I develop six hypotheses and test them on a sample of participants in a business plan course and a lean startup camp. While any entrepreneurship course participation contributes to the students' entrepreneurial intentions, students gain very different learning outcomes depending on the courses' types. The impact of the business plan course (a hybrid supply-demand model course) lies mainly in its ability to increase the interest in general entrepreneurial activity of students with initially low entrepreneurial intention. The lean startup camp (a competence model course) attracts participants who are already highly motivated and is effective in fostering the initiation of startup projects. As parts of a balanced strategy within an entrepreneurial university, both pedagogical methods can contribute substantially to different objectives of entrepreneurship education.

This case points to the problem of the gendered precariousness of academia. While "a casual observer of academic environments might come to the conclusion that women's problems in higher education have been solved," a second look reveals that "while women in positions of power and authority on American campuses have increased, they are still well below the levels of their male counterparts." Women who work in academia still function under expectations informed by dated gender norms; namely, the expectation to make the rapidly privatizing university homelike and to embody this sense of home in their speech, actions, and writing. In this paper, the author investigates the continued expectation of women to do the emotional homemaking in the academy as in all spaces. Toward this end, the author examines the controversy at Yale University's Silliman College in which a husband and wife--both professors at Yale, one tenured and one not--shared the position of residential fellows and were accused by students of not upholding their duties of making the residential college a home for students. The author explores the expectation of homemaking coupled with the woman faculty member's status of non-tenure track, the accusations made against her by students, and what this means for the cultural climates of American universities and their function as spaces of meaning-making and knowledge production.

Effective teaching is often difficult to achieve because institutional frameworks and inertia -- unique to the British educational system -- inhibit teachers from being innovative. These challenges to more innovative teaching are the relatively short length of time to a degree, and the heavy institutional oversight of degree programs and individual courses. Also, the tradition of lack of regular feedback and failures in the supervision and marking of undergraduate dissertations also lead to a less-than-ideal educational experience. Fortunately, some of these challenges can be overcome and provide a better learning experience for students.

This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class serving as a site for reflection and analysis, or a model class serving as an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional reflection, but particular aspects of the experience promoted an analysis class view.

In this article, the authors (a faculty member and two former students) describe the trajectory that Portland State University has taken over its history to institutionalize transformative learning opportunities within its comprehensive general education program, University Studies. Following a description of the institutional changes that resulted in the community-based, experientially focused courses at the heart of University Studies, the authors explore one particular community partnership involving both a state agency and the national Inside-Out Prison Exchange Program, dedicated to offering transformative experiences in which incarcerated and non-incarcerated students learn together inside correctional facilities. Finally, each author shares a reflective essay about the personal transformation experienced through these Inside-Out courses and the implications of these changes on their lives.

Restrictions on movement during the COVID-19 pandemic led to assessment being conducted online, which gave students opportunities to use internet search engines during examinations. We found that in some cases internet searches resulted in characteristic incorrect responses, and around one third of students entered these answers to examination questions in a foundation chemistry unit. Classification of those students allowed us to analyse their performance on other assessment tasks and we found that students who used an internet search and input incorrect results performed worse across all assessment tasks. Use of online proctoring and an academic honesty module in subsequent semesters reduced the percentage of students entering incorrect answers found though internet searches. We explored the relationship between students' prior knowledge, investment in content and self-efficacy with the use of internet searches during their examination. We found significant correlations with prior knowledge and investment, but not with self-efficacy. Our data calls for better authentication of online assessment, because in most cases internet searches give correct responses and so it is impossible to be sure that a student has generated the response. We propose guidelines to reduce the use of search engines during examinations.

Objectives: This study investigates whether recreational marijuana legislation and perceived social norms (descriptive and injunctive) affect college students' propensity to share pro-marijuana messages. We examine which referent group (close friends, typical student, parents) most influence those norms. Participants: A sample of 343 college students participated in the study. Of these students, 214 were from Washington State, where recreational marijuana is legal, and 129 were from Wyoming, where recreational marijuana is illegal. Method: Data, from an online survey, were analyzed through PROCESS analyses. Results: College students in Washington State who believed a typical peer would want them to share pro-marijuana messaging were marginally more likely to share pro-marijuana messages than their counterparts in Wyoming. However, among students who thought a typical peer would not approve of them sharing pro-marijuana messaging, the opposite pattern emerged. Conclusion: Restrictive recreational marijuana legislation does not uniformly abate related message sharing on social media.

Despite prevention efforts, young women, particularly college students, experience sexual victimization at alarming rates, and do not always receive trauma-responsive treatment to address the devastating acute and long-lasting post-assault symptoms. Grounded in theory and research on trauma and sexual violence, the authors introduce a new conceptual framework and corresponding therapeutic and psychoeducational resource -- "The Ripple Effect of Sexual Violence Wheels" -- that synthesize these common post-assault consequences and offer strategies that promote recovery and healing for victims and survivors. Instructions for how to use these tools in clinical and advocacy positions at universities and other applied settings, as well as how to use the wheels as self-guided resources are described. Limitations and future directions are discussed.

Cadaver-specific postmortem computed tomography (PMCT) has become an integral part in anatomy teaching at several universities. Recently, the feasibility of contrast-enhanced (CE)-PMCT has been demonstrated. The purpose of this study was to identify particular strengths and weaknesses of both non-enhanced and contrast-enhanced PMCT compared to conventional cadaver dissection. First, the students' perception of the learning effectiveness of the three different modalities have been assessed using a 34-item survey (five-point Likert scale) covering all anatomy course modules. Results were compared using the nonparametric Friedman Test. Second, the most frequent artifacts in cadaver CT scans, were systematically analyzed in 122 PMCT and 31 CE-PMCT data sets to quantify method-related limitations and characteristics. Perfusion quality was assessed in 57 vascular segments (38 arterial and 19 venous). The survey was answered by n = 257/320 (80.3%) students. Increased learning benefits of PMCT/ CE-PMCT compared to cadaver dissection were found in osteology (2/3 categories, P < 0.001), head and neck (2/5 categories, P < 0.01), and brain anatomy (3/3 categories, P < 0.01). Contrast-enhanced-PMCT was perceived particularly useful in learning vascular anatomy (10/10 categories, P < 0.01). Cadaver dissection received significantly higher scores compared to PMCT and CE-PMCT in all categories of the abdomen and thorax (7/7 categories, P < 0.001), as well as the majority of muscular anatomy (5/6 categories, P < 0.001). Frequent postmortem artifacts (total n = 28, native-phase n = 21, contrast injection-related n = 7) were identified and assessed. The results of this work contribute to the understanding of the value of integrating cadaver-specific PMCT in anatomy teaching.

This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferable across a range of STEM roles and graduate roles requiring STEM skills. The findings from the project included overlapping perceptions of what is considered 'authentic' for staff and students. Four shared themes were: assessments that 1) demonstrated skills that will be used in future workplaces, 2) tested scientific concepts (not memorisation), 3) involved using critical thinking or problem-solving skills, and 4) included student choice or input into the assessment. We consolidated shared facets of these themes with the literature to define authentic assessment in our context. Based on the resulting operational definition, we built an online tool to allow academic staff to self-assess the inclusions and levels of authenticity in their assessment tasks. We further investigated some obstacles related to assessment design and delivery for science academic staff. This study sheds new light on the lived experiences of practicing academic staff in applying their visions of authentic assessment to improve outcomes for science graduates.

Nanoscience and technology research offer exciting avenues to modernize undergraduate-level General Chemistry curricula. In particular, spherical nucleic acid (SNA) nanoconjugates, which behave as "programmable atom equivalents" (PAEs) in the context of colloidal crystals, are one system that one can use to reinforce foundational concepts in chemistry including matter and atoms, the Periodic Table, Lewis dot structures and the octet rule, valency and valence-shell electron-pair repulsion (VSEPR) theory, and Pauling's rules, ultimately leading to enriching discussions centered on materials chemistry and biochemistry with key implications in medicine, optics, catalysis, and other areas. These lessons connect historical and modern concepts in chemistry, relate course content to current professional and popular science topics, inspire critical and creative thinking, and spur some students to continue their science, technology, engineering, and mathematics (STEM) education and attain careers in STEM fields. Ultimately, and perhaps most importantly, these lessons may expand the pool of young students interested in chemistry by making connections to a broader group of contemporary concepts and technologies that impact their lives and enhance their view of the field. Herein, a way of teaching aspects of General Chemistry in the context of modern nanoscience concepts is introduced to instructors and curricula developers at research institutions, primarily undergraduate institutions, and community colleges worldwide.

Interest within the chemistry education community in incorporating sustainability into chemistry education has converged on a systems thinking approach, and efforts to implement this are ongoing. One challenge to implementation is the different amenability to systems thinking approaches of topics that are important in chemistry at the secondary-tertiary interface. To identify low-hanging fruit, we developed a repertory grid consisting of five poles mapped to elements of systems thinking. Secondary and tertiary educators completed the grid during workshops, to measure the amenability of 12 chemistry topics that are important in both secondary and tertiary chemistry education to teaching through systems thinking approaches. Three of the 12 topics analyzed were considered highly amenable to systems thinking approaches by both secondary and tertiary participants. The level of teaching experience was found to be most significant in determining a participant's perception of amenability of topics. The relationship of these topics to the curriculum structure at the secondary and tertiary level is discussed.

Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.

Gaining professional experience for pre-service school librarians is essential and can be accomplished through curriculum requirements such as practicums, internships, or field experiences. These experiences are designed to prepare school librarians for active professional roles by providing an environment in which they can put classroom theories into practice and encounter the realities of interacting with a diverse set of students and student needs. Study abroad options include: (1) Exchange programs; (2) Affiliate programs; and (3) Faculty-led programs. Universities with school library programs typically offer study abroad programs, and it's worth investigating the options for opportunities to broaden professional and personal experience.

This paper examines the issues useful for faculty members that are considering electronically self-publishing their course textbook. A brief history of the use of electronic textbooks is presented as well as the advantages and disadvantages associated with self-publishing and electronic textbooks. A brief overview is provided on the process of electronic publishing and the resources available. Ultimately, faculty members undertaking the task of self-publishing an e-textbook need to ensure that the product is of high quality and useful to their students.

Can leveraging an innovative approach to gathering information on co-curricular learning and learning outcomes assessment practices lead to impactful change? This question guided the implementation and operationalization of the Spartan Experience Record (SER) at Michigan State University (MSU). The SER both provides undergraduate students with a formal, institutional record of their learning accomplishments beyond the classroom and creates a comprehensive dataset regarding what students learn in these co-curricular opportunities. To make the co-curricular student engagement data more useful to faculty, staff, and administrators, data visualization dashboards were created that made data sharing and storytelling easier, which further increased interest and usage of the SER. This article offers key considerations to build data visualizations that bolster student learning outcomes and assessment goals.

This project sought to study how much academic librarians who work with open educational resources (OERs) know about accessibility, as well as how they incorporate accessibility into the products of their work. A survey was sent out through email list services in spring 2020, and any librarian worldwide who works with OERs was invited to participate; 193 responded in full. Just under half of librarians said they always consider accessibility when working with faculty to create or adapt OERs, but fewer than a third said they consider accessibility a factor when adding OERs to their collections.

Recently, the chemistry education community has focused considerable effort on incorporating systems thinking into chemistry education as a means to address global challenges such as sustainability. In this project, a series of exploratory workshops was held with secondary educators (N = 12) and tertiary educators and researchers (N = 16), introducing the participants to systems thinking in chemistry education (STICE). Following the workshops, small group semi-structured interviews were conducted to obtain deeper insight into how participants perceived systems thinking in relation to their teaching and research practice. Inductive analysis identified five major themes shared across both cohorts, relating to the perceived affordances and challenges of implementing systems thinking in chemistry education. The paper discusses these themes in relation to curriculum reform efforts, specifically with respect to pre-conditions needed for successful implementation in order to achieve the benefits of systems thinking in the classroom. We propose a possible pathway to realise these advantages.

Post-traumatic stress disorder (PTSD) is associated with temporary, distinct cognitive impairment. This study explores how cognitive impaired academic performance is recognized and explained by young Norwegians who survived the Utøya massacre of July 22, 2011. Qualitative interviewing of 65 students (aged 16-29 years) was conducted 2.5 years after the traumatic event. A total of 25% (n = 16) respondents reported no or no distinct change; only 6% (n = 4) reported some degree of positive change. By contrast, 69% (n = 45) reported negative changes in academic performance, with impaired concentration and feelings of chaos. Previously effective study techniques became less effective or inadequate. Respondents worried about lasting impairment of academic functioning, but reported little or no discussion with teachers. From the characteristics of the changes reported, attribution style, the use of metaphors and narrative structuring, we identify differences in the meaning-making processes of these young people. Some were left with an understanding that negatively affected their help-seeking activity and reduced the willingness to accept adapted education post trauma.

Rapid campus closure and unexpected transition to emergency online teaching of a large first year chemistry unit provided an opportunity to explore the level of student engagement and factors associated with success in this online transition. Here, we compared the standard offering in 2019 to the online version in 2020 by examining the completion of weekly assessment tasks and the uptake of learning activities. In spite of a preference for face-to-face learning, we found that students were able to quickly adapt to using the technology, with high levels of access to live streamed and recorded lectures, in-class polling, and online tutorials, together with large increases in discussion forum use. The change in level of engagement in low stakes assessment tasks over the course of the semester was similar for both years. Each form of engagement was associated with increased likelihood of success in the unit, whether this was being taught face-to-face or online. Of the multiple forms of engagement measured, only tutorial participation had a significantly lower impact on student success in the online compared to the face-to-face environment.

The closure of campuses in early 2020 due to the COVID-19 pandemic meant that scheduled practical activities for introductory chemistry students could not take place. The first practical class started prior to shutdown, and 21.5% of the students undertook the face-to-face offering. The remainder completed an online offering consisting of the same worksheet with videos of each of the tasks, which relate to ions in solution: conductivity and precipitation. A Kruskal-Wallis rank sum test comparison of the marks for the first practical showed that online students had, on average, a 0.9/10 drop in their mark compared to the face-to-face cohort. We concluded that a significant proportion of students found the transition to online learning difficult with the technology we provided. Rather than add another online learning activity, we chose to develop simple activities that students could complete at home, along with worksheets linking their observations to the theory taught in class. The first kitchen chemistry activity included experimental measurement (timing water boiling), solubility (mixing water with salt, sugar or oil), heat capacity (heating salt, sugar, butter and water), combustion calculations for gas heating, and colligative properties (timing ice melting with and without added salt). The second kitchen chemistry activity involved adding a constant amount of sodium bicarbonate to differing amounts of vinegar to explore stoichiometry; relating this to gas law calculations, and an extraction of red cabbage or other colored food to investigate the pH of household items. The aims of the kitchen chemistry experiments were to develop student observation skills, emphasize the importance of measurement and significant figures and provide some simple hands-on and relevant activities that could be done safely at home. The proportion of students who submitted online chemistry practicals was the same as typically attends face-to-face practicals (90%). Preliminary evaluation through anonymous student comments and staff reflections suggests that this was a valuable exercise: most students were able to learn in this replacement hands-on environment, receiving mean scores of 7.5/10 or higher. We conclude that relevant, engaging kitchen chemistry activities are useful for foundation level chemistry students.

The purpose of this study was to evaluate two online instructional design features, namely adaptation to learner prior knowledge and use of questions to enhance interactivity in online portrayals of physician-patient encounters, in the context of instructing surgical specialists to deliver perioperative tobacco interventions. An online learning module on perioperative tobacco control was developed, in formats incorporating permutations of adaptive/non-adaptive and high/low interactivity (i.e., 2 × 2 factorial design). Participants (a national sample of US anesthesiology residents) were randomly assigned to module format. Primary outcomes included tobacco knowledge, time to complete the module, and self-efficacy in delivering tobacco interventions. One hundred fourteen residents completed the module, which required a median of 60 min (interquartile range 49, 138). The difference in post-module tobacco knowledge score was similar for adaptive and non-adaptive formats [mean difference 0.3 of 10 possible (95% CI - 0.3, 1.0), p = 0.25] but time was shorter for the adaptive format [- 7 min (95% CI - 14, 0), p = 0.01] and knowledge efficiency (knowledge score divided by time) was higher [0.08 units (95% 0.03, 0.14), p = 0.004]. The level of interactivity had no significant effect on self-efficacy [- 0.1 on a 5-point scale (95% CI - 0.3, 0.1), p = 0.50] in delivering tobacco interventions (both outcomes using 5-point scales). Adapting online instruction to learners' prior knowledge appears to improve the efficiency of learning; adaptation should be implemented when feasible. Adding features that encourage learner interaction in an online course does not necessarily improve learning outcomes.

Graduate course assignments that are pragmatic, challenging, scaffold prior learning, and support academic career aspirations can be difficult to create and even more problematic to assess for even the most experienced faculty. This paper presents a class assignment that incorporated a real-world journal reviewing assignment into an elective doctoral leadership seminar. This manuscript presents an overview of the assignment, journal editor perceptions of the experience, and recommendations for best practices.

We began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability service professionals to possess in order to provide beneficial services to students with psychiatric disabilities in postsecondary education. Using a three-round Delphi survey, two groups of experts identified 54 knowledge, skill, and attitudinal items. A national sample of 402 disability service professionals then rated each item. A principal components analysis revealed five factors: (a) Ethical and Legal Considerations, (b) Accommodations and Supports, (c) Disability Aspects, (d) Community Resources, and (e) Campus Considerations. Findings are discussed in regards to implications, assumptions, limitations, and recommendations for future research.

Colleges and universities remain attentive to developing and supporting ways to foster student academic success. These efforts have taken on more importance as student success, commonly measured by student learning achievement, has failed to meet expectations. For colleges and universities, the flipped classroom represents a student-centered method of fostering academic involvement that is recognized as a positive contributor to student success. This exploratory study examined the flipped classroom's influence on student academic, student peer-to-peer and student-faculty involvement. The study involved 60 undergraduate students (28 male, 32 female) from three flipped classrooms consisting of courses in mathematics and business. Focus group interviews were conducted to gather student feedback regarding their behaviors and classroom engagement. Additionally, a brief survey was administered to collect demographic information as well as quantitative data regarding student perceptions. Findings indicated student academic involvement was present through note taking, viewing video lectures, active in-class learning and collaboration. Students cited peer-to-peer and student-faculty engagement as essential to relationship building, peer learning, and meaningful involvement with faculty.